oberthur primary school annual report 2015

OBERTHUR PRIMARY SCHOOL
AN INDEPENDENT PUBLIC SCHOOL
ANNUAL REPORT 2015
Our Chinese Dance girls performing at the
WAPPA Conference 2015
Choir students and Chinese Dance girls at the
WAPPA Conference 2015
The Oberthur choir performing at our ANZAC assembly in 2015
Oberthur Primary School Board Report for 2015
The School Community
Well done! Oberthur had another very successful year in 2015 thanks to the contributions made by the entire school
community. Teachers, support staff, parents and volunteers are to be congratulated in having worked together so
well over the course of the year and our students have responded by producing some excellent results.
2015 was another demanding year in regard to
the resources required to accomplish the
workload involved.
The rebranding of the school was a significant
feature of 2015. The Board, P&C and all other
elements of the school community participated
in this review with several workshops and
meetings specific to the review having been
conducted. The views and ideas from students,
parents, staff and representatives were
assimilated as much as possible into the final
outcomes. The time and effort volunteered by so
many members of the school community has
resulted in a very successful rebranding of the
school that will provide ongoing benefits into the
future. One feature of the review was the
willingness of individuals to allow consensus to take place when so many options were available - for example the
school motto and the design of the school uniform. Personally, I found it a pleasure to be involved and the feedback
that I have received from other participants indicates they feel the same.
The NAPLAN results in 2015 were outstanding and congratulations to our students and the hard-working staff!
Board Activities in 2015
The responsibilities of the Board continue to be due diligence, governance, strategic direction and communication.
The Board completed its usual meeting schedule during the year to discuss related plans, budgets, policies,
initiatives, issues, opportunities and results. In 2015 a number of extra-ordinary Board meetings were also
conducted to ensure satisfactory progress of the rebranding review and other important, related initiatives, and
many of these meetings were opened up to other members of the school community to ensure optimum
involvement in the outcomes.
The return of the parent survey and other feedback mechanisms enabled the Board to make decisions in the best
interests of the school community and to ensure the best possible learning environment for our students.
Other issues considered by the Board have included analysis of NAPLAN results, seeking resolution to parking and
school safety, improving the design of the school website, changes to the Chinese Immersion Program, monitoring
the implementation of the Australian Curriculum, acceptance of OPS as a core school for the National Quality
Standards and the introduction of the fourth school faction.
2016
Amongst the challenges facing OPS and the Board in 2016 is the ongoing issue of parking and consequently school
safety, the continuation of the implementation of the rebranding program, the scheduled Independent Public School
review and the all important need to ensure that all decisions made will promote the well-being, health, confidence
and motivation of our students in balance with their academic growth.
Thank you
I would like to thank all those that make Oberthur a school that offers our students "Inspiring Futures". Tim Bamber
for his inspirational leadership; our excellent teaching and support staff; the P&C and other volunteers, including
board members, for their important contribution; and to the parents and students without whose understanding,
participation and contribution Oberthur would not be such a successful school.
Steve Reynolds, Board Chair
on behalf of all Board Members.
ANNUAL REPORT 2015
From the Principal:
To the Oberthur school community, parents, staff and students,
The 2015 school year was another dynamic and successful one for Oberthur students and staff.
For the first time Year Seven students attend high school and we became a K to Year Six school. Our
numbers reduced slightly and we needed one less classroom. Teachers were happy that we could free up
our Art/Science Room once again.
There were still significant numbers of families applying to enrol from outside our boundary.
Unfortunately we cannot accommodate many, if any, of these students due to all of our classes being full.
We don’t have room for more buildings, so we will need to continue to manage enrolments carefully while
applying the criteria equitably.
Our Chinese Immersion Program continued in Pre-primary and extended into Year Two in 2015. This
program has attracted lots of interest from the Minister, Department of Education staff, other public and
private schools and a range of teachers. We have accommodated many visitors during the year.
We continued to provide two hours of Chinese Language and Culture for Year Three to Year Six classes.
Our Chinese sister-school (Xingzhi Primary School, Hangzhou) visited us with 28 students on their
Australia Study Tour in August 2015. Thank you to the families who provided homestay for one of the
visiting students. They reported that they had a wonderful time at Oberthur.
We continued addressing the priorities identified in the 2014 to 2017 Business Plan as well as exploring the
Phase 2 and Phase 3 curriculum areas in the Western Australian Curriculum. In 2015 we were able to
achieve the English and Maths targets we set at the start of this current Business Plan. In addition, we were
the top public primary school in WA measured on the NAPLAN means for Year 3 and Year 5 combined.
The academic areas have also been characterised by achievement in UNSW (ICAS) competitions, including
a number of medal winners, PEAC offers for 2016 and Secondary GATE placements for 2016.
We continued to provide a balanced range of Music and Sports activities as well as before and after school
programs such as the Chinese Dance Groups, Wushu Groups and Saturday Netball Club.
LOSCCI continued to provide before and after school care and support for this facility continues to
increase.
We selected and employed three new teaching staff in 2015, including an extra teacher for the Chinese
Immersion Program. These staff additions have contributed to the mix of expertise, knowledge and
enthusiasm across our whole staff who are to be commended for their continuing highly valued
contributions to our school improvement journey. It is a pleasure to work with all of our staff, whose
efforts are aimed at making Oberthur an even better school for its staff, students and community. Many of
these staff members are not always visible but we thank our Cleaners and Gardeners, our Office and
Administrative Staff, our Library and ICT Staff, our Education Assistants across the school, our Chaplain
and our hard-working Teachers; and to Mrs McKay our supportive and industrious Associate Principal.
Thank you all most sincerely.
A big thank you to all of our enthusiastic, diligent and happy students – you have made 2015 another
wonderful year of achievement and fun. Thanks to your parents for supporting you and the school.
Thanks to Steve Reynolds (Chairperson) and the School Board members for their support in our endeavours
in school improvement as an Independent Public School – the job you do is invaluable. Thanks also to our
very supportive and hardworking P&C group led by Karyn Konigsdorfer and supported by a truly
committed executive and committee.
A school can only be as successful as Oberthur is with the level of community support we enjoy.
Best wishes to all for continued success in 2016.
Tim Bamber
Principal
March 2016
SCHOOL CONTEXT:
STUDENT NUMBERS:
Semester 1
Primary (Excluding Kin)
2011
2012
2013
2014
2015
318
359
445
518
507
Note:
The graph and table include only full-time students
Student numbers: - As Oberthur has provided more services over time and become more well
known, the numbers steadily grew over the years…but more significantly since 2012. Student
numbers dropped slightly in 2015 as we transitioned to a K to Year 6 school. Total student
numbers in semester one 2015, including Kindergarten students, was 588. This compares to 604 at
the start of 2014.
BUILDINGS AND FACILITIES:
We continued to use the extended Junior Wet Area as a classroom in 2015, which housed a Year 1 class.
Forecasts indicate that this area is likely to be needed as a classroom for at least the next five years. One
less classroom was required in 2015 due to Year 7 transitioning to high school for the 2015 school year, so
the Art/Science Room became available for general use again.
In 2015 there were two Kindergarten buildings, three Pre-primary buildings and 16 primary classrooms
housing Year 1 to Year 6 students. There was a total of 588 students K-6 in semester one.
STAFF:
Since being selected as an Independent Public School in 2010, additional and replacement staff have been
locally merit selected. In 2011 five teaching staff were selected. In 2012 a further seven teachers were
added and in 2013 seven more full-time or part-time teachers joined the staff. In 2014 seven teachers were
added and in 2015 three ‘new’ staff joined the school. This process has resulted in a welcome increase in
the diversity and expertise across our staff.
The clear advantage of staff selection is being able to choose the most suitable applicants for the positions
available in the context of our school. A case in point is our Chinese Immersion Program.
DEMOGRAPHICS:
Students at Oberthur are drawn from the school catchment area representing approximately one third of the
area of Bull Creek. Over previous years a number of students were enrolled from outside the boundaries in
Bull Creek, Leeming, Willetton and Bateman in order to maximise class numbers.
With the increasing popularity of Oberthur and families moving into the area to get a place in the school,
particularly over the last two years, we now face challenges due to very limited number of available places
and need to apply the enrolment criteria rigorously.
We have had a multi-cultural student body for many years, although the proportion of Asian students has
increased significantly in recent years and this has also led to an increase in students being classified as
EAL students, especially in the last two years. A wide range of cultural backgrounds are represented. As
well as a significant proportion of Australian students, others hail from U.K., China, Malaysia, India,
Singapore, South Africa, Indonesia, Zimbabwe, Korea, Sri Lanka, Japan, Iran, Ireland, New Zealand, Chile,
Thailand, Canada, Taiwan, Hong Kong, Bangladesh, Italy, Kenya, Spain and Columbia.
VALUES/VIRTUES:
The student body is a generally well-behaved, committed and studious group. The Family Virtues Program
underpins the school’s value system and it is firmly established across the school and includes the ‘Aussies
of the Month’ awards. The use and understanding of the various virtues is integral to the positive
reinforcers and the behaviour management policy and they are fully supported by the school community.
Everyone knows and values that we are a “put-up school”.
TEACHER QUALIFICATIONS:
All teaching staff met the professional requirements to teach in Western Australian schools and are
registered with the Teacher Registration
Board.
PROFESSIONAL LEARNING 2015:
Australian Curriculum – English
Australian Curriculum - Maths
Australian Curriculum - Science
Australian Curriculum – History
James Ferguson – Literacy Block, Guided
Reading, Guided Writing, 9 Text Types
ICT – MacBooks, iPads
iSTAR lesson planning protocol
Visible Learning (Hattie)
HIGHLIGHTS OF 2015:
We promote our school and involve our community in many ways
•
•
•
•
•
•
•
•
•
•
•
•
•
Further expansion of the Immersion Program to Year Two
Individual school tours by Principal and Associate Principal
Assemblies
Learning Journey Evening (Term 3)
Fortnightly newsletters
Supporting trainee teachers from Murdoch University and Curtin
Supporting trainee Education Assistants
Supporting workplace students from high schools
Parent Information sessions and workshops
Early Childhood Area Open Day
Intra and Inter School sporting carnivals
School Volunteers Program
Year 6 Graduation
•
•
•
•
Edu-Dance
Year 6 camp to Rottnest Island
Year 5 excursions to Point Walter Adventure Camp
Hosting 28 Chinese students from our sister-school (Xingzhi Primary School – Hangzhou).
SCHOOL PERFORMANCE:
Individual Education Plans - In 2015 there were a significant number of IEP’s established across the
school during the year. Teachers actively engage in identifying students at risk and develop IEP’s to
support these students. Individual Behaviour Management Plans are established for those students having
difficulty self-regulating behaviour. These are developed only for those individuals displaying a need.
There are very few of these in any year.
Attendance Data Attendance is generally not of significant concern in this school community. In
2015, Oberthur attendance rates are maintained at or above like school rates. Individuals with less than
90% attendance are investigated and case conferences held with parents if and when necessary. We have
noticed that more parents seem to be taking students on holidays at various times of the school year. We
cannot authorise these absences and some action may have to be taken in the future to minimise disruption
to learning.
Primary Attendance Rates:
Attendance % - Primary Year Levels
Primary Attendance Rates
Attendance Rate
School
Like Schools
WA Public Schools
2013
95.7%
94.9%
93.7%
2014
95.3%
94.9%
93.2%
2015
95.7%
95.1%
93.8%
Attendance % - Primary Year Levels
Y01
Y02
Y03
Y04
Y05
Y06
Y07
2013
95%
95%
96%
95%
97%
98%
97%
2014
94%
96%
96%
96%
95%
96%
95%
2015
96%
96%
96%
96%
97%
97%
null%
WA Public Schools 2015
93%
93%
93%
93%
93%
93%
null%
Destination Data –
Year Level :
Y 06
Male: 33 Female: 32 Total: 65
2015 school destinations of the 2014 student cohort
Destination Schools
Male
Female
Total
4126 Willetton Senior High School
11
12
23
4048 Rossmoyne Senior High School
8
12
20
1396 Kennedy Baptist College
4
1277 All Saints' College
1
4042 Perth Modern School
3
4025 John Curtin College Of The Arts
4
2
3
3
2
2
4143 Leeming Senior High School
2
2
1107 Aquinas College
1
1
4064 Broome Senior High School
1
1
4174 Canning Vale College
1
1
4169 Cannington Community College
1
1
1299 Corpus Christi College
1
1
1121 Iona Presentation College
1
1
1149 Mercedes College
1
1
4168 Shenton College
1122 St Hilda'S Anglican Sch - Girls
1
1
1
1
In very broad terms, approximately one third of our Year 6 students each year will attend Rossmoyne SHS,
one third will attend Willetton SHS and the remainder will attend a variety of public and private high
schools.
2015 NAPLAN DATA:
NUMERACY:
Average Numeracy Score
Y03
Y05
Y07
Year
School
Like Schools
School
Like Schools
School
Like Schools
2011
434
433
576
524
630
600
2012
427
425
529
519
593
582
2013
439
430
559
521
627
598
2014
445
449
559
530
617
617
2015
471
441
575
531
Summary:
Year 5 scores in Numeracy not only maintained their position above like schools scores but actually
increased their trajectory in 2015. Year 3 results improved significantly relative to like schools in 2015.
This was due in part to the increased awareness of flat lining of results over previous years and the whole
school approach to numeracy blocks and lesson structure in 2015/15. Attention will need to be focussed on
maintaining the improvements in 2016.
READING:
Average Reading Score
Y03
Y05
Y07
Year
School
Like Schools
School
Like Schools
School
Like Schools
2011
452
450
548
521
612
583
2012
485
459
518
526
559
577
2013
455
458
541
528
589
580
2014
450
468
559
544
592
597
2015
482
465
567
536
Summary:
In 2015, Year 5 results made significant improvements when compared to like schools in Reading and
increased the gap as a result. We were excited by the improvement in the Year 3 average score, which
increased by 32 from 2014 scores. While this is a different cohort of students, it is likely that the whole
school focus on Reading has contributed to teachers’ efforts in achieving this improvement. It will be
important to maintain these gains in 2016.
WRITING:
Average Writing Score
Y03
Y05
Y07
Year
School
Like Schools
School
Like Schools
School
Like Schools
2011
464
438
519
511
584
575
2012
453
435
527
498
576
553
2013
460
439
521
496
577
555
2014
446
439
533
505
580
561
2015
467
443
533
501
Summary:
The positive differential in scores when compared to like schools was maintained in Year 5 results in 2015
keeping the scores well above like schools. Year 3 average scores increased in 2015 to return to a
significant gap above like schools. The strength shown in Writing over recent years has continued this
year.
SPELLING:
Average Spelling Score
Y03
Y05
Y07
Year
School
Like Schools
School
Like Schools
School
Like Schools
2011
447
437
549
512
601
576
2012
458
438
546
518
581
575
2013
464
438
543
514
608
582
2014
465
457
551
530
615
590
2015
478
446
576
527
Summary:
2015 Spelling results achieved an improvement trajectory in both Year 3 and Year 5 resulting in a
significant gap above like school scores. Another pleasing result for Oberthur students.
GRAMMAR and PUNCTUATION
Average Grammar & Punctuation Score
Y03
Year
Y05
2011
473
Like
Schools
464
2012
482
2013
Y07
585
Like
Schools
534
455
532
485
461
2014
488
2015
511
School
593
Like
Schools
570
529
572
582
555
532
601
578
483
568
547
593
603
479
589
547
School
School
Summary:
Both Year 3 and Year 5 results improved substantially again in 2015 maintaining an improvement
trajectory and increasing the gap above like schools significantly. There will need to be a maintenance
focus in 2016.
Summary:
This grid shows an almost perfect result with both progress and achievement plotted into the top right hand
sector indicating high achievement and high progress
NAPLAN information from MySchool website
Oberthur Primary School, Bull Creek, WA
Results in numbers 2015
The chart below displays average NAPLAN scores for each domain. The selected school's scores are displayed
in blue. Also displayed are average scores for statistically similar schools (SIM) and all Australian schools (ALL).
The coloured bars indicate whether the selected school's scores are above, close to, or below the other scores.
Reading
Year 3
Year 5
Persuasive Writing
Spelling
Grammar and
Numeracy
Punctuation
482
467
478
511
471
467 - 498
454 - 480
464 - 492
495 - 528
458 - 484
SIM
487
478 - 496
ALL
426
SIM
456
447 - 464
ALL
416
SIM
457
448 - 465
ALL
409
SIM
498
488 - 508
ALL
433
SIM
453
445 - 461
567
533
576
589
575
553 - 582
519 - 546
563 - 589
573 - 604
562 - 588
SIM
551
543 - 560
ALL
499
SIM
516
507 - 524
ALL
478
SIM
535
527 - 543
ALL
498
SIM
556
546 - 565
ALL
503
SIM
543
535 - 552
Selected school's average is
substantially above
above
close to
below
substantially below
• average of schools serving students from statistically similar socio-educational backgrounds (SIM box)
• average of all Australian schools (ALL box)
Summary:
This chart, lifted from the “My School” website, compares Oberthur students’ results with selected similar
schools Australia wide. These schools are different from the like schools selected in the W.A. formulated
graphs and tables. They often include a variety of interstate private schools and some public schools.
However, given these differences between state and federal comparisons, Oberthur results still show similar
patterns.
All areas are similar to, or better than, similar schools Australia-wide. In Year 3, two areas (Spelling and
Numeracy) are above like schools. In Year 5, all five areas are above or substantially above like schools.
Oberthur students, staff and community are to be congratulated on the achievement of such fine results
overall. In fact, when taking the Year 3 and Year 5 means of each of the five areas tested Oberthur’s total
mean score is the best of all public primary schools in Western Australia.
Even though we have achieved the targets set out in our business plan in 2015, we must not be complacent
as we continue to focus our collaborative efforts on continuous improvement.
ALL
398
ALL
493
OBERTHUR PRIMARY SCHOOL
PARENT SURVEY 2015
In previous years from 2003 to 2013 we surveyed one third of our families each year using a parent survey.
In 2014 we implemented the mandated National School Survey for Parents, replacing the previous version.
The purpose of parent surveys is to measure the extent of satisfaction among families on a range of key
aspects of our school’s performance and operations. In 2015 we decided to use the National School Survey
instrument again to provide some comparative data. This analysis has been shared with the School Board
and is included in the 2015 Annual Report, which is endorsed by the Board prior to being published.
A total of only 63 families responded to the survey on-line. This represents approximately 15% of the
families in the school. This was the second time to use this instrument and to respond electronically and the
reduced rate of response was disappointing. We need to focus more strategically on this aspect of
information gathering and communicate more effectively to ensure greater participation in future.
ANALYSIS:
Survey results indicate a high degree of satisfaction in our school by the community.
The items were rated using the following scale:
Rating
Score
Strongly agree
Agree
Neither agree nor disagree
Disagree
Strongly disagree
National Survey Items:
5
4
3
2
1
Western Australian Supplementary Items:
Overall, this survey represents a very positive view of Oberthur Primary School by its community. Many
of the items have a positive rating from around 80% of respondents. However, it is disappointing that for
some questions the level of responses is lower than responses received in 2014 and previous years. A
detailed review of the survey will be undertaken to analyse reasons for the slight increase in negative
responses in some areas, including Q3, Q10 and Q14. When it is concluded the School Board will be
presented with the analysis and recommendations. It is important to ensure that we are responsive to
community perceptions.
We will also work with staff during semester one in 2016 to interrogate key areas in order to collaboratively
formulate responses to the findings.
Tim Bamber
Principal
March 2016
English
Achievements in 2015
• Continued implementation of Australian Curriculum:
English across the whole school
• Staff accessed professional learning twice a term at
Woodlands Teacher Development School in Australian
Curriculum: English
• Early Childhood teachers moderated with Woodlands PS
• Continued the use of Australian Curriculum: English
planning documents Kindy – Year 6
• Shared professional learning in Australian Curriculum:
English at whole school early close meetings and
provided access for teachers to planning documents on
the Shared Drive
• Significant number of students from Years 3 – 6 excelled
in University of NSW tests in English, Writing, Spelling
and Reading
• Analysed NAPLAN data in Years 3 and 5 to inform
teaching and learning programs
• Tested Year 2, 4 and 6 students using NAPLAN and used results to track students
• All students from PP – Year 2 were administered On Entry testing and results used to track
students
• South Australian Spelling and individual tracking of students in Years 1 – 6
• SaER students continued to have IEP’s /
GEP’s developed and signed off by parents
• Running records using PM Benchmarks
analysis continued across the whole school
• Cross Curricular resources purchased for
Kindy – Year 6
• Continued the three year Literacy Plan with
James Ferguson – Nelson Cengage Learning
• Professional learning in running records
using PM Benchmarks
• Levelling of all current reading resources
• Purchased additional Literacy resources
including levelled guided reading books and home
readers
• Reported to Parents in Semesters 1 and 2
using the Assessment Principles and Reflective
Questions and Grade Allocation in Australian Curriculum: English
• Used DoE NAPLAN planner for 2015
• Continued to develop an Australian Curriculum: English resource folder on the Shared Drive with
relevant documents for teacher access
• Used Sound Waves and Diagraph and Blends
posters in Kindy – Year 3
• Investigated suitable iPad apps for Kindy – PrePrimary
• Located a central area for reading resources
• Five staff members attended three professional
learning sessions with Carlene Thorpe
(Woodlands TDS) and co-presented Australian
Curriculum: English to network colleagues
Recommendations for 2016
• Implement DoE Online Resources for Spelling
and Grammar
• Ongoing running record levels to be handed to
admin Week 8 of each term
• Investigate the thumb drive for school documents
•
•
•
•
•
•
•
•
•
•
•
Investigate funding accessibility for Speech Therapist with the view of identifying new SaER
students
Continue up skilling all staff on the structure of Literacy Block using the James Ferguson (Nelson
Cengage Learning) model incorporating guided, shared and modelled reading and writing
focussing on a consistent whole school approach
Continue analysis of NAPLAN data
Continue professional learning with Western
Australian Curriculum: English utilising
Woodlands TDS
Embed a collaborative and collective
responsibility approach to year level
planning, moderation and assessment to the
teaching of English
Link Literature strand to cross curricular
areas including History and Geography
Revise and re-order Magic Words (clarify
with James Ferguson regarding PM readers
frequent words list)
Discussion of handwriting font for Kindy –
Pre-Primary
Continue to moderate with Woodlands TDS
and extend from K – Year 6
Continue professional learning with
network school in Judging Standards
Conversations
Reconsider / review On Entry testing for
Year 1 and 2
Mathematics
Achievements in 2015
• Implementation of a NAPLAN focus group to collect data and identify areas of concern
• Implementation a Numeracy Block strategy across the school – CRA model
• Inclusion of a whole school mathematics vocabulary in Numeracy Block
• All staff followed Queensland planning
documents
• Purchase of targeted resources
• Staff are using the Australian Curriculum
Mathematics
• Member of MAWA( Maths Association of
WA )
• Successful participation in Australian
Mathematics Competition (AMC) and
UNSW Competition. Three prizes and 27
High Distinctions
• Member of APSMO (Australasian Problem
Solving Mathematical Olympiads). All Year
6 students and selected Year 5 students
participated in five competitions.
• On entry assessment of Pre Primary students
in Term 1 and Pre Primary, Year1 and 2 in
Term 4
• Mathletics program for all students
continued
• Developed common assessment tasks in
phases of learning
• Ongoing phase meetings for Mathematics
• Principal and members of Maths committee
attended four days of PL on ILNLP
Recommendations for 2016
• Continue with the analysis of NAPLAN to
identify areas of weakness
• Implement a Numeracy Block strategy across the
school
• Regularly conduct numeracy planning activities
by meeting at least once per term
• Analysis of on entry assessments
• Inclusion of a whole school mathematics
vocabulary in Numeracy Block
• Professional learning from Paul Swan targeted at
phases of learning
• Investigate a whole school operations strategy or
competition
• Year 1 and 2 teachers to receive mathematics data
from the On Entry Testing to target teaching focus for
Term One
• Kindy to create similar document during 2016
• Investigate moderation opportunities across
schools within the network
• Continue purchasing resources
• Provide a maths resources book for all staff
Chinese – LOTE and Immersion
Achievements for 2015
• Continued Chinese Immersion to
include three Pre Primary, three Year 1
and four Year 2 classes – 6.5 hours per
week
• Visit from Principals and teachers from
state and private schools to observe the
Immersion program
• Visit from the Head of Education
department from Curtin University to
view the Immersion and Chinese
LOTE program. Discussions on the
possibilities of forming partnerships to
research a bilingual program in
Western Australia
• Began the development of the Chinese Language and Culture Resource Centre to include a
Chinese classroom and seminar room
• Oberthur Girls School Dance and Wushu
(Kung Fu) groups continued
• Chinese Extension program continued,
provided by a native speaking Chinese
Education Assistant, catering for the
advanced needs of Chinese background
students from Years 3 – 6 in Chinese
language and culture
• Harmony Week celebration –a range of
multicultural activities ran during the
week including Chinese Lion Dance
incursion, whole school multicultural
luncheon, Chinese Cookies and Prawn
crackers stalls at recess and a whole
school multicultural costume parade
• Continued a range of culture awareness
•
•
•
•
•
•
•
incursions and excursions including a Pandas Picnic for Year 6 students and Chinese lunch
excursion for Year 5 and 6 graduates
Participated in State Chinese Language ‘Story Telling, Speaking and Writing’ competitions –
achieved wonderful results with many top prizes
Hosted Xingzhi Primary School (our sister school from Hangzhou) Study Tour Group for 28
students and four teachers. Each student and teacher was hosted by an Oberthur family, attended
school , visited Kings Park for an Aboriginal cultural experience, visited Whiteman Park
culminating in a dinner for all members of the hosting family, the visiting students and teachers
A member from the Chinese
Consulate in Perth visited to view
the Immersion and Chinese
program
Performances by Oberthur Girls
Chinese Dance Group and
Oberthur
Wushu
(Kungfu)
Academy at school assemblies,
Canning
Show,
Primary
Principals’
Conference
and
Confucius Institute.
Asian Language and Culture
books and teachers reference in
the library for student and teacher
borrowings
Continued Developing a Scope
and Sequence and resources for Immersion program
Native speaking Education Assistants from Confucius Institute assisted Immersion teachers two
days per week
Recommendations for 2016
• Continue Chinese Immersion to include three
Pre Primary classes, three Year 1, three Year 2 and four
Year 3 classes
• Develop the Chinese Language and Culture
Resource Centre to include a Chinese classroom and
seminar room
• Plan and develop a Chinese Garden between
Senior block and ‘Chinese Centre building
• Continue Oberthur Girls School Dance and
Wushu (Kung Fu) groups
• Continue Chinese Extension program for
native speaking Chinese students
• Continue Harmony Week celebrations – a
range of multicultural activities during the week
• Continue culture awareness incursions and
excursions – Pandas Picnic for Year 6 students and
Chinese lunch excursion for Year 6 graduates
• Participate in state Chinese Language ‘Story
Telling, Speaking and Writing’ Competitions
• Continue Chinese language and culture
learning on line with Xingzhi sister school and tutors in
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Beijing via Language Learning Space
Staff and students from Oberthur PS to visit China, including Bejing, Xian, Shanghai and Xingzhi
PS in Hangzhou – our eighth study tour to China
Host a ’ Parents Chinese in Action’ session three times a term
Organise a 2016 Chinese New Year ‘Zodiac Animal Drawing’ and ‘New Year Lantern Making’
competition. Display the entries in the school library and shopping centre
Further develop Chinese Immersion program based on the Australian Curriculum / Western
Australian Curriculum
Organise Chinese Immersion professional learning for Oberthur PS staff
Science
Achievements in 2015
• Science included in the Pre-Primary,
Year 1 and Year 2 Chinese Immersion
program
• All
classes
provided
with
developmentally appropriate Post-It
Investigation posters or Investigations
Working posters adapted for Early
Childhood
• Post-It Investigation posters converted
into Chinese or modified for use
during Chinese Immersion lessons
• Development of Chinese Science
Word Walls involving matching
Science vocabulary in Chinese to
pictures in order to enhance student
understanding and use of scientific
language
• 2015 Science audit resulted in further increases to the practical science resources
• Several class excursions to a range of locations making direct and purposeful links to the
classroom science units, for example, Perth Zoo, Piney Lakes, Scitech
• The undertaking of Water Wise projects
• Purchased Science related teacher reference resource material to cope with demand and staff
numbers
• Investigated Science teacher resources
• Outdoor classroom linked to aspect of the science curriculum such as ‘Life and Living’ and
‘Biology’ objectives
• Forensic Science specialist (Professor Lewis) in school for a unit of work with Year 5 and 6
students
• Periodic tables distributed in upper phase classrooms
• Increased library texts for science
• Continued to work in partnership with the local schools on Science development and attend the
Science Network meetings at Applecross TDS
• Years 1 - 3 Scitech excursion in Term 4
• Every class provided with an investigations working poster
• Staff are effectively using Australian Curriculum: Science in their teaching and learning programs
– restock Primary Connections boxes
Recommendations for 2016
• Continue Science audit in order to update and increase resources to reflect the new curriculum and
support a focus on Science Inquiry Learning and development of Science Inquiry skills
• Enhance knowledge of and use of Science Inquiry Learning strategies within the classroom to
promote student development of metacognitive thinking skills by –
o Developing and using a whole school Science based Inquiry Process website that can be
accessed on the school intranet by teachers and students
o Providing student friendly questions at each stage of the process for students to ask
themselves in order to guide their investigations and direct their own learning
o Converting whole school Science based Inquiry Process to Chinese with accompanying
visuals to address Chinese Immersion needs
• Purchase quality digital microscopes – dissecting microscopes and dinolights which plug into a
laptop
• Maintain the profile of Science Week but use a manageable program, for example, class rotations
• Deliver further PD to teachers in relation to Investigating Science and assessment
• Continue to increase texts in library to accommodate student needs in relation to Humans
Endeavour
• Share effective portal and website resources
• Investigate other schools use of iPads and science
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Create a teacher resource display in the library to accommodate each terms aspect of science
(Term 1 Biological Science, Term 2 Earth Science, Term 3 Physical Science and Term 4 Chemical
Science)
Continue established links with the local high school. Attend Rossmoyne Senior High School
Science Day
• Investigate ways of using the
school electricity bill and the solar panel
renewable energy units in class/lessons
• Shared teacher planning for
Sciences through early close meetings
• Update the school Science policy
• Create an effective science
working party with the two new members
of staff and start by updating the
Operational Plans for science
• Investigate purchasing Scientriffic
magazine from the CSIRO
• Library displays produced to
support teachers in Science topics
complimented with library book resources
on the topics of the term
Purchase class sets of compasses
Humanties and Social Sciences (HASS)
Achievements in 2015
• Staff assessed and reported on student achievement in Geography and History
• Staff given resources and information from PL about AC: Geography
• Timelines on display
• Literacy texts linked to History and other humanities
• Links to cross curricular priorities established
• Current library texts related to Australian History purchased
• Novels purchased on historical themes
• Linking English to Aboriginal and Torres Strait Islanders History
• Reporting in History Australian Curriculum
• Purchased and displayed Noongar Language posters
• Subscription to Historicool magazines
• Atlases and globes purchased
Recommendations for 2016
• Teachers to use planning documents to plan History sequence of lessons in Terms 1 and 2 and
Geography in Terms 3 and 4
• Continue purchasing resources to supplement
the History and Geography curriculum
• Set up file of resources for all staff to access
• Hold whole school Aboriginal Culture
Incursion. Apply for grant with PALS and
Melville Shire
• Encourage and in-service staff to use Noongar
Website
• Encourage staff to consider Canning Wetlands
for excursions
• Develop and purchase authentic artifacts for
classroom use (to be stored in the library)
• Continue to work on the Noongar garden
• Purchase maps for each classroom
ICT - OLO 4
Achievements for 2015
• Rollout of 1-1 MacBook Program to all Year 5 – 6 classes
• Mac Book Trolley for Years 1 – 4
• Purchased Interactive Whiteboards to cover all classes from PP - Year 6
• Maintenance of IWB projectors and bulb replacements
• Working interactive TV in Kindy
• Expanded wireless infrastructure
• SOE 4 process completed
• iPads in LOTE, Kindy and Pre-Primary classrooms with appropriate apps to compliment lessons
• Servers relocated to Reading Room off the Staffroom
• Printers in all paired classrooms including Music and LOTE with printer cartridges sourced for
the year
• New laptops placed on Laptop Trolley and old machines shared amongst Years 1-4. Three
machines per class with internet and printers connected
• School resources audit conducted on all Apple Mac devices. Office and Admin brought up to
speed with all new devices and old and expired models removed from the resource audit lists
• Library made more secure after multiple break-ins and new devices purchased through insurance.
Reimaged and linked to the new system
• Admin using the DAM tool to ensure all staff have internet access after SOE 4 implementation
• Year 5and 6 students set up with internet passwords and log in information ready for beginning of
the new year
• Science maths and computer classes conducted with Mr Kwok (parent of the school)
• Computer safety class for Years 5-6 with Mr Hawkins (parent of the school)
• Students developed websites and gaming skills to build their own educational games and websites
with Mr Hawkins
Recommendations for 2016
• Build a support program around developing classroom programs using iPads
• Roll out iPads to Year 2
• Consider iPads for all members of the
Instructional Leadership Team
• More specific individual or small
group staff training (collaborative
groups or phases)
• IWB’s for new classrooms
• Reflector Tool implemented in all
classes instead of the Apple TV
• Clarify Data Collection - complete
ICT surveys
• Continue to employ technician one
day a week
• Review imaging computers and bring
Year 4 parents on board with 1-1
program
• Review replacement programs for IWB and computing equipment
• Investigate the Queensland Department of Education Smart Classrooms
• Service Laptop Trolleys and update/reimage computers
• Developing Scope and Sequence for ICT
• Consider how coding and data logging can be used in our curriculum and how to best to support
students. How to assess coding?
• Trouble shooting booklet provided to staff
• Purchase an iPad swivel camera
• Purchase and use the immediate response tools
• Possible use of 3D printer. Consider links with Leeming Senior High School
• Provide an IWB in the Art / Science room for PEAC teacher, ensure students have 1-1 access with
their Macbooks and provide PEAC teacher with a Mac Book
Music
Achievements for 2015
• Weekly one hour music specialist lesson for all students in Years 1-6. Students have instruction
and performance opportunities for singing, tuned and un-tuned percussion instruments (Year 1-2),
recorder (Year 3-4) and ukulele (Year 5-6).
• Weekly 30 minute music lessons for Pre-Primary classes run by classroom teachers, covering the
basic music elements, and developing confidence to perform simple songs and rhymes.
• Instrumental Music Program (SIM) – weekly 30 minute group lessons for violin, viola, cello,
double bass, guitar and flute. SIM students also attended metro-area excursions; Beginner String
Workshop, Year 7 String Workshop and Guitar Workshop.
• Instrumental Ensembles – String Ensemble and Guitar Ensemble performed at school and
community events such as music assemblies, ANZAC day and graduation assemblies, Oberthur
PS music nights, Music Jam lunchtime concert series and the ABODA Orchestra Festival.
Selected students also participated in area-bands and orchestras offered through Rossmoyne SHS
and Willetton SHS.
• Choir Program – two choirs with a combined
total of 80 students performed at a wide
range of events in the school, local and wider
communities. Highlights include;
• Community Performances and competitions
(WAPPA Principals Conference, 6th Biennial
WA Zhejiang Exchange Conference and the
Children Sing Festival)
• Music evening concerts ‘Music Showcase’
and ‘Celebration’
• Music assemblies (including ANZAC Day
and graduation)
• Choir Sleepover incursion
Recommendations for 2016
• Maintain community engagements; further involvement with our local community through Lefroy
Hostel and Rossmoyne SHS
• Begin implementing the new Australian Curriculum: Arts (Music) in Semester 1, 2016 and
engage in collaborative planning with teachers from the South Metro Music Network
• Streamline the use of music apps by adding them to the ‘image’ for computers in the 1:1 program
• Due to successes in 2015, continue to hold the Choir Sleepover and Music Jam lunchtime concert
series as annual events
• Develop the role of music captains to be meaningful student leaders who are the face of the Music
Program
• Maintain the number of boys in the choir and plan for songs and performance that appeal to boys
in order to maintain their involvement through the year.
• Start a drumming/percussion ensemble particularly to engage boys and connect with the
classroom music program in Years 5 and 6
• Develop a long term purchasing plan to repair/replace classroom instruments and resources,
including music stands, tuned percussion and drums.
• Maintain opportunities for solo and small group instrumental performances at school and in our
local community, and provide better promotion (school newsletter, assemblies, posters, blog) for
events where Oberthur students are performing.
• Involve parents with the music program through the Music Parent Committee to assist with
organisation of music events with 1-2 meetings per terms
• Provide assistance/support to Pre-primary staff who are teaching music
Arts (Visual Arts and Drama)
Achievements for 2015
• Drama and acts presented by the Year 6 students at camp
• Drama and scriptwriting of finger puppet plays videoed by year 5 students
• Whole school art work samples displayed in library and front office
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Drama presented at assemblies
Use of expertise of parents to acquire knowledge of art techniques
Visiting musicians attended the school for contour drawing lessons and music
appreciation
During art lessons, students reflected on music styles to create art pieces
Recommendations for 2016
• Visits from local artists, for example, graphic artist and still life artist
• Permanent frames to display art pieces in the library
• Collaborate with music specialist to include speaking parts for Christmas musical
• Collaborate with music specialist – combine an arts evening with display of art works in
gallery style for viewing
• Extend the use of the kiln into more classes
• Continue to incorporate music into visual art lessons
• Whole class project piece for each individual class
Health and Physical Education
Achievements in 2015
• Orienteering – participated in intra and interschool events
• Netball Club - Saturday morning at Fremantle/train at Oberthur PS. Nine Oberthur PS teams
participated
• SCISA interschool events - swimming, football, soccer, netball, hockey, athletics, cross country,
league tag, cricket
• S.S.W.A events - orienteering, basketball, soccer
• Oberthur PS school events- swimming (Years 4 - 6 and competent swimmers in Years 2 and 3),
athletics (Pre-Primary to Year 6), cross country (Years 2 - 6)
• Edu-Dance for the whole school (Pre-Primary to Year 6) and a separate Kindy dance incursion
• In-school development clinics - netball, football, basketball
• Eagles Cup - interschool competition during Friday afternoon Senior Sport and last Tuesday in
Term 2 - netball, hockey, football, soccer
• Tennis lessons before and after school with qualified coach
• Cottesloe Beach swimming lessons for Years 5 and 6 students
• Melville Aquatic Centre swimming lessons for Pre-Primary to Year 4 students
• Ten week Social Dance program for Years 5 and 6 students culminating in a evening Social Dance
with parents
• Kung Fu Lessons before school on Thursdays for Years 2 – Year 6 students
• Chinese Dance lessons for Years 4 – 6 students
• Table Tennis competition and lunch
time/recess play
• Students Council and Faction Captains
lunch time competitions - 3 on 3 basketball, Fever
Fast Ball (netball), table tennis, chair ball
• Beep test for fitness levels of students
• Heart rate monitors used for fitness testing
• Before school cross country running
training in Terms 2 and 3
• Year 5 school cycling programme
• Year 6 camp to Rottnest Island
• Crunch and Sip continued across the
school
Recommendations for 2016
• Continue to organise Edu Dance/ orienteering and other activities during PE DOTT where
possible
• School cycling programme to continue
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Continue with lunch time school based sporting competitions organised by Student Councillors
and Faction Captains
• Interschool competitions to continue
(SCISA)
• Year 6 camp to Rottnest Island to continue
• Continue Cottesloe Beach swimming
lessons for Years 5 and 6 students
• Professionally develop the Immersion
teachers in PE and Health
• Create four new factions and reallocate all
students from Kindy to Year 6
• Explore Australian Curriculum: Health
and PE and create an Health and PE Operational
Plan
• Continue Chinese Dance and Wushu
(Kung Fu) sessions before and after school
Inquiry Process
Achievements in 2015
• The inquiry process is one of the strategies used in classes to promote quality learning experiences
• Inquiry process posters are displayed in classrooms and referred to in Performance Improvement
• The inquiry process is summarised on to six coloured cards for each of the steps and displayed in
classrooms
Recommendations for 2016
• Ensure new teachers and new classes
have copies of the inquiry process
cards for classroom displays and
reference.
• Use collaborative meetings to discuss
links of the inquiry process to the
instructional strategies and Blooms
Thinking Skills taxonomy, which is
also in each class room
• Review elements of inquiry process
and links to Blooms Taxonomy
• Professional learning to revise the
process and introduce to new staff
• Review and audit the posters currently in classrooms, for example, we have Thinking Hats,
Inquiry Process, iSTAR and visual learning prompts
Values Education and Behaviour
Achievements for 2015
• Year 4 and 5 teachers and students involved in PAVE (Preventing Anxiety and Victimisation
through education) program. Year 4 and 5 teachers completed professional learning and
implemented a ten week Friendly Schools Plus program to their students, a program aimed at
building students’ social skills and enhancing their relationships
• Timetabled sequence of virtues taught throughout the year
• Definition of the ‘Virtue of the Month’ placed in the newsletter
• ‘Aussie of the Month’, awarded at school assemblies, linked to the ‘Virtue of the Month’
• Posters of current virtues on display in the Undercover Area
• School Chaplain’s role – Oberthur PS Welcome Packs, CHICS and Rainbow programmes, Lefroy
Hostel visits, classroom support and mentoring of specific students identified by teachers –
supports Values Education and Behaviour at Oberthur
• KidsMatter – Component 1 – 3 completed. Revised Component 2
• Purchased further teacher resources including Friendly Schools Plus
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Workshops for parents on mental health and
parenting advertised on school noticeboard
Harmony Week – embracing all cultures
Continued School Volunteer Program
Merit Certificates presented at each class item
assembly
End of year award, ‘Hand of Friendship’
award presented to one student in each class
Survey of self-esteem and connectedness to
the school administered to all students. Data
collected and analysed
Recommendations for 2016
• Re-invigorate Better buddies program linking
Year 1’s to Year 4’s to help establish Year 1’s
in the playground. All year levels to be linked for a three year time span
• Class meetings – link to Health Curriculum
• Continue virtues program – sequence of virtues taught, promoted, demonstrated and linked to
‘Aussie of the Month’
• Maintain current programs
• File to be set up for Mental Health parent information
• Maintain School Chaplain role
• Install a Buddy Bench/es
• Peer mentors
• Kids Matter Component 4 - staff to attend professional learning and in-service other staff
• Finish Friday lunch 10 minutes earlier and make that Buddy time
Thinking Skills
Achievements in 2015
• All staff have been provided with an Innovative Teacher’s Companion diary
• Modelling and sharing of best-practice instructional strategies at staff and phase meetings
• Provision of Bloom’s Taxonomy posters in each classroom
• Displays of learning characteristics in
staffroom
• Teachers up-skilled in Visible Learning
• Classroom
Walk
Throughs
(CWT’s)
conducted during the year to gather data on
Learning Intentions and Success Criteria
Recommendations for 2016
• Purchase new Bloom’s Taxonomy charts for
all new classrooms
• Model use of resources using for “ICT Think
Drive” for the whole school
• Explicitly share strategies during team
meetings
• Provide flip book of Instructional Strategies
for new teachers
• Placemat of different strategies
• John Hattie professional learning for the
whole staff including Education Assistants
• Appoint an Impact Coach
• Join collaborative network of Visible Learning
schools
Learning Support
Achievements in 2015
• Coordinated, facilitated and managed SaER at Oberthur PS
• Managed Case Conferences for students at academic, social and emotion risk
• Inducted new staff in Oberthur PS processes and procedures
• Collected and collated IEP’s/BMP’s/GEP’s into the school SaER file
• Provided templates for staff to assist with the writing of IEP’s/BMP’s/GEP’s
• Provided a SaER file for each classroom teacher with access to plans, agencies and current class
lists with identified students and general information
• Applied for Schools Plus resourcing for students with a relevant diagnosis
• Assisted classroom teachers and Education Assistants to make relevant teaching and learning
adjustments to teaching and learning plans
• Liaised with the Principal, School Psychologist, Visiting Teacher, School Chaplin, classroom and
specialist Teachers and Education Assistants and other outside agencies to develop a Learning
Support Team
• Made regular informal phone calls to parents of
past and present SaER to continue the lines of
communication
• Opened the library for two lunch sessions a week
to provide an alternate safe environment for
students
• Conducted school tours for new students and
parents of students at risk
• Used volunteers from the School Volunteer
Program for SaER
• Maintained a confidential filing system, currently
housed in the Principal’s office, for teachers and
Education Assistants to gain background
information on SaER
• Ongoing maintenance of individual files for SaER
Recommendations for 2016
• Learning Support Coordinator’s role to continue
• Tracking ‘D’ and ‘E’ grade students using Semester 1 and 2 reports
• Use Performance Improvement for accountability of SaER students
• Use On Entry, NAPLAN and SAIS data to ‘flag’ TAGS and SaER
• IEP / GEP / BMP documents to form part of Performance Improvement
School Chaplain
Achievements for 2015
• Integral member of the Kids Matter action team, contributing ideas to enhance a positive school
environment and a whole school approach
• Contributed to School Virtue Program
through modelling and activities to
enhance values
• Provided emotional support to teachers,
parents and students when requested
• Organised visits with students from
different year levels to interact with
residents at Lefroy Hostel
• Liaised with Occupational Therapist at the
local nursing home to coordinate
appropriate inter-generational activities
• Supported classroom teachers in the
classroom, especially small group work,
in the implementation of the teaching and
learning programs and the virtues program
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Facilitated the Friday lunch time program to encourage cooperation and problem solving activities
with students from Years 2-4
Facilitated the Rainbows Program (loss and grief program) to identified students from Years 2–5.
Three small groups of students were involved in the program in Term Two and Three
Coordinated the School Volunteer Program to match students with the seven mentors Organised
two afternoon teas and a mentor/student celebration at the end of the year
Mentored six individual students through the Volunteer Program to help build resilience
Had pastoral conversations with individual students as referred by parents or teachers
Followed up on new students to the school and presented Oberthur PS Welcome Bags to new
children
Set up or joined in activities during recess and lunch to create opportunities for students who find
it challenging to connect with other peers
Guided Student Councillors to make decisions on funds going to World Vision
Supported the annual Year 6 camp at Rottnest Island
Participated and supported students and teachers in school events such as excursions, incursions,
concerts, carnivals and fetes
Assisted librarian with Book Fair in September
Attended and contributed to the Oberthur P & C meetings
Helped coordinate the school banking on Thursday mornings
Once a term involved in the YouthCare Willetton Leeming Rossmoyne Council, write report and
give feedback about chaplain work at the school
Recommendations for 2016
• Continue all programs as
in 2015 and have midyear review
with line manager in June
• Coordinating a visit
from World Vision during
Poverty Week with Year 5 and 6
classes